Shannen O'Brien

Return to: ETAP 623 Fall 2016 , Literacy in the 21st Century Foreign Language Classroom

About Me

Taken at the pond in the Retiro park in Madrid, Spain

Welcome to my page! - ¡Bienvenidos a mi página!

I graduated Magna Cum Laude from Marist College in May 2016 with a B.A. in Spanish. I served as the Capital Region BOCES Spanish summer school teacher at Schenectady HS for six weeks in July and August 2016. I received my Initial Certification to teach NYS Spanish 7-12 shortly after completion of summer school. I am currently attending UAlbany for my Masters in Educational Theory and Practice (ETAP) for Professional Certification to teach. When not in class, I am a Graduate Assistant with the NYS Library in the Department of Library Development.




My Topic/Purpose

By the time most students begin learning a second language in school, they already know how to read, write, speak, and listen in their natural language. However, foreign language instruction needs to include time dedicated to reviewing literacy in order to help students progress in the acquisition of the target language. To stay relevant with the trends in 21st century education, I will be talking about how to address second language literacy in the classroom and demonstrating select websites that Modern Language teachers can use as tools to complement their instruction or add to a flipped classroom, all in accordance with the American Council on the Teaching of Foreign Language (ACTFL) national standards.

Needs Assessment

Instructional Problem: Out of 130 Spanish teachers' responses to a survey conducted by the author of the mini-course, 48.5% reported that they do not teach as much literacy in the classroom as they would like, and 43.8% responded that they do teach literacy in the classroom. Over half of these teachers indicated that they have an interest or extreme interest in taking a mini-course on literacy in a foreign language classroom.

What is to be learned: Participants will receive an overview of methods for incorporating literacy into a foreign language classroom and an introduction into three online platforms that can be used in a flipped classroom or as additional tools for independent learning in class.

Analysis of the Learner and Context

About the learners: This mini-course is primarily directed at Spanish teachers but is also targeting any foreign language instructor; the platforms that the participants will be introduced to are more appropriate for use with grades 6-8 and 9-12, but can be applicable at the elementary and collegiate levels..

Prerequisites:

  • Knowledge of teaching literacy or familiarity with literacy techniques in a foreign language classroom
  • Experience in a foreign language classroom
  • Understanding of students' needs in a foreign language classroom
  • Ability to process and analyze information presented visually and orally online

Supporting Prerequisites:

  • Command of online navigation
  • Individual discipline to complete a self-guided course online
  • Understanding of a flipped classroom
  • Open mindedness

Instructional Content: This mini-course will be self-directed and divided into four units, but do not necessarily follow each other in any particular order. The first unit is the introduction to Literacy Methods in a Foreign Language classroom, with videos and images that support the content. The last three units are individually designed to show how to use a specific online platform, along with screencasts showing how to navigate around.

Exploring Instructional Problems/Solutions: Not every classroom or district is equipped with the same technologies, which can impact how these platforms are incorporated in a class setting. Throughout each unit, there will be suggested modifications for teachers to adapt this information to meet their needs in any setting.

Goals:

Unit 1. Literacy Methods in the Foreign Language Classroom

Unit 2. Using ReadLang to Aid Students with Comprehension and Listening

Unit 3. Using PlayPosit to Analyze Texts, Images, and Videos

Unit 4. Using SchoolShape to Promote Self-Correction in Writing

Learning Outcomes

Course level objectives

Participants will be able to:

  • Apply literacy concepts to the foreign language classroom
  • Modify instruction strategies to incorporate literacy in the foreign language classroom
  • Engage students in literacy comprehension in all four areas of language acquisiton online with the PlayPosit platform
  • Provide students with more concentrated and individualized feedback on assignments with the assistance of the SchoolShape platform
  • Demonstrate how students can use websites like ReadLang to help develop their vocabulary and reading comprehension

Task Analysis

Performance Based Objectives:

UNIT 1: Literacy Methods in the Foreign Language Classroom

1.1 Refresher on Effective Literacy Methods

1.2 Benefits of Adding Technology to Literacy Education

Activities:

  • Participants pick 2 methods mentioned to compare and contrast
  • Participants answer reflection questions on the literacy methods used in their classroom

Assessment:

  • Participants take an interactive quiz that provides immediate feedback on components of the literacy methods discussed


UNIT 2: Using ReadLang to Aid Students with Comprehension and Understanding

2.1 Introduction to ReadLang

2.2 How to use ReadLang to support vocabulary and reading

Activities:

  • Participants watch a screencast orientation of how to use and navigate the ReadLang website
  • Participants read through an article posted on ReadLang to simulate how students would use the site

Assessment:

  • Participants answer reflection questions to demonstrate their understanding of how to use ReadLang


UNIT 3: Using PlayPosit to Analyze Texts, Images, and Videos

3.1 Introduction to PlayPosit

3.2 How to use PlayPosit to encourage critical thinking in a foreign language

Activities:

  • Participants watch a screencast orientation of how to create a PlayPosit bulb
  • Participants progress through a PlayPosit bulb to experience the presentation of the information to students

Assessment:

  • Participants answer reflection questions that address how to help students' skills in reading, writing, listening, and speaking through PlayPosit


UNIT 4: Using SchoolShape to Promote Self-Correction in Writing

4.1 Introduction to SchoolShape

4.2 How to use SchoolShape to encourage self-correction

Activities:

  • Participants watch a screencast of how to use PlayPosit
  • Participants submit commentary to sample phrases that are grammatically incorrect

Assessment:

  • Participants answer reflection questions on using SchoolShape to provide constructive feedback

Curriculum Map

SPO Revised curriculum map.jpg

References

ACTFL. (1993). Standards for Foreign Language Learning: Preparing for the 21st Century. Retrieved 8 October 2016, from https://assessment.trinity.duke.edu/documents/StandardsforForeignLanguageLearning.pdf

ACTFL (2012, October 18). Language learning in the 21st century - innovative language classroom on the hill [Web]. Retrieved from https://www.youtube.com/watch?v=7SahzLfIRNU

ACTFL (2012, October 18). Language learning in the 21st century - innovative language classroom on the hill [Web]. Retrieved from https://www.youtube.com/watch?v=7SahzLfIRNU O'Brien, Shannen. "Desarrollo Professional." Survey. Drive. Google, 7 Oct. 2016. Web. 5 Nov. 2016.

O’Toole, J. E. (2016). World Language and Literacy Learning. In K. A. Munger (Ed.), Steps to Success: Crossing the Bridge Between Literacy Research and Practices. Retrieved from http://pressbooks.opensuny.org/steps-to-success/chapter/world-language-and-literacy-learning/